This thesis examines ways in which low literacy and essential skill levels, and access to education, have profound implications for community health and are inextricably linked to other social determinants of health. It explores possibilities for forging new and innovative ways for excluded individuals and communities to participate meaningfully in university-based education, specifically with respect to Simon Fraser University and Vancouver’s Downtown Eastside neighbourhood. The thesis examines a number of theoretical and methodological approaches from various disciplines, including public health, public policy, adult education, critical and indigenous pedagogies, and communication for social change; gives an overview of relevant examples of university-community engagement activities; extracts key lessons learned from a case study of community engaged programming that occurred at Simon Fraser University in 2011/2012; and concludes by making recommendations for strengthened efforts on the part of the university to sustain collaboratively developed community-engaged programming.
Copyright is held by the author.
The author granted permission for the file to be printed, but not for the text to be copied and pasted.
Supervisor or Senior Supervisor
Thesis advisor: Laba, Martin
Member of collection